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Final Prelim Module Educ 11

1. The document discusses prenatal development from conception to birth, divided into 3 periods: germinal, embryonic, and fetal. 2. During the germinal period in the first 2 weeks, the zygote undergoes cell division and implants in the uterine wall. In the embryonic period from 2-8 weeks, cell differentiation occurs and organ systems begin to form. 3. In the fetal period from 2 months until birth, growth and development accelerate dramatically as all features and organs continue developing and the fetus gains weight. Common hazards to prenatal development include prescription and illegal drugs, radiation, environmental pollutants, and prolonged heat exposure.

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Final Prelim Module Educ 11

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Maden beto

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QUIRINO STATE UNIVERSITY

DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Module 3 DEVELOPMENT OF THE LEARNER AT VARIOUS STAGES

LESSON 11: PRE-NATAL PERIOD
Competencies 1. Trace the course of prenatal development
2. Explain the most common hazard to prenatal development
3. Apply pedagogical principles in development process during pre-natal period
Discussion INTRODUCTION
All the developmental theories which we lengthily discussed dwelt on the developmental
process after birth. None of them was concerned with what development went on before
birth. To make the description of human development complete, it may be good to
understand the beginnings of the child and the adolescent, the learners.

The Stages of Pre-natal Development

Pre-natal development is divided into three (3) periods germinal, embryonic and fetal.
1. Germinal Period (First 2 weeks after conception) – This includes the a) creation of the
zygote, b) continued cell division and c) the attachment of the zygote to the uterine wall. The
following are the details of development during this period:
a) 24 to 30 hours after fertilization- the male sperm) and female (egg) chromosome unite.
b) 36 hours- the fertilized ovum, zygote, divides into two (2); 2 cells
c) 48 hours (2 days) – 2 cells become 4 cells
d) 72 hours (3 days) – 4 cells become a small compact ball of 16-32 cells
e) 96 hours (4 days) – hollow ball of 64-128 cells
f) 4-5 days – inner cell mass (blastocyst) still free in the uterus
g) 6-7 days – blastocyst attaches to the wall of uterus
h) 11-15 days – blastocyst invades into uterine wall becomes implanted in it
(implantation)
In the germinal period, the differentiation of cells already begins as inner and outer
layers of the organism are formed. The blastocyst, the inner layer of the cells that
develops also during the germinal period, develops later into the embryo. The trophoblast,
the outer layer of cells that develops also during the germinal period, later provides
nutrition support for the embryo.
2. Embryonic Period (2-8 weeks after conception)- In this stage, the name of the mass
cells, zygote, become embryo. The following developments take place:
a) cell differentiation intensifies
b) life-support systems for the embryo develop and
c) organs appear
As the zygote gets attached to the wall of the uterus, two layers of cells are formed. The
embryo’s endoderm, the inner layer of the cells, develops into the digestive and
respiratory systems. The outer layer of the cells is divided into two parts – the ectoderm
and the mesoderm. The ectoderm is the outermost layer which becomes the nervous
system, sensory receptors (eyes, ears, nose) and skin parts (nails, hair). The mesoderm is
the middle layer which becomes the circulatory, skeletal, muscular, excretory and
reproductive systems. The process of organ formation during the first two months of pre-
natal development is called organogenesis.
As the three layers of the embryo form, the support systems for the embryo develop
rapidly. These life-support systems are the placenta, the umbilical cord and the amnion.
The placenta is a life-support system that consists of disk-shaped group of tissues in
which small blood vessels from the mother and the offspring intertwine but do not join.
The umbilical cord contains two arteries and one vein that connects the baby to the

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

placenta. The amnion is a bag or an envelope that contains a clear fluid in which the
developing embryo floats. All these embryo life-support systems develop from fertilized egg
and not from the mother’s body.
3. Fetal Period 2 months to 7 months after conception)- Growth and development continue
dramatically during this period. The details of the developmental process are as follows.
a) 3 moths after conception- fetus is about 3 inches long and weighs about 1 ounce; fetus
has become active, moves its arms and legs, opens and closes its mouth, and moves its
head; the face, forehead, eyelids, nose, chin can now be distinguish and also the upper
arms, lower arms, hands, and lower limbs; the genital s can now be identified as male or
female.
b) 4 months after conception – fetus is about 6 inches long and weighs 4 to 7 ounces;
growth spurt occurs in the body’s lower parts; pre-natal reflexes are stronger; mother feels
arm and leg movements for the first time.
c) 5 months after conception- fetus is about 12 inches long weighs close to a pound;
structures of the skin (fingernails, toenails) have formed; fetus is more active.
d) 6 months after conception- fetus is about 14 inches long and weighs one and half
pound; eyes and eyelids are completely formed; fine layer of head covers the head; grasping
reflex is present and irregular movements occur.
e) 7 months after conception- fetus is about 16 inches long and weighs 3 pounds.
f) 8 and 9 months after conception- fetus grows longer and gains substantial weight,
about 4 pounds.

TERATOLOGY AND HAARDS TO PRENATAL DEVELOPMENT

Teratology is the field that investigates the causes of congenital defects. A teratogen is
that which causes birth defects. It comes from the Greek word “tera” which means
“monster”.
Below are clusters of hazards to pre-natal development:
1. Prescription and non-prescription drugs- Antibiotic is an example of a prescription
drug that can be harmful. Examples of harmful non-prescription drugs are diet pills, aspirin
and coffee. Thalidomide – a tranquilizer were used to alleviate morning sickness which can
caused several deformed in babies.
2. Psychoactive drugs- These include nicotine, caffeine and illegal drugs such as
marijuana, cocaine and heroin. These drugs act on the nervous system to alter states of
consciousness, modify perceptions, and change moods. Effects of nicotine are preterm births
and low birth weights, fetal and neonatal deaths, respiratory problems that may lead to
sudden infant death syndrome. Alcohol- pregnant woman who are heavy drinker may have
Fetal Alcohol Spectrum Disorder (FASD). FASD may lead to facial deformities, defective
limbs and heart, learning problems and may have below average intelligence and some may
become mentally retarded.
3. Environmental hazards- these includes radiation from X-rays, environmental
pollutants, toxic wastes, and prolonged exposure to heat like saunas and bath tubs.
Prolonged exposure of pregnant mothers to sauna or hot tubs raises the mothers’ body
temperature creating fever that endangers the fetus. The high temperature due to fever may
interfere with cell division and may cause birth defects or even fetal death if the fever occurs
repeatedly for prolonged period of time.
4. Other maternal factors such as Rubella (german measles), syphilis, genital herpes,
AIDS, nutrition, high anxiety and stress, age (too early or too late, beyond 30). Rubella can

“Molding Minds, Shaping Future”

QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

cause malformations, mental retardation, blindness, deafness and heart problem. Syphilis
damages organs after they have formed. These damages includes eye lesions, which can
cause blindness, and problems in central nervous system and gastrointestinal tract may
develop.
5. Paternal factors- Father’s exposure to lead, radiation, certain pesticides and
petrochemicals may cause abnormalities in sperm that lead to miscarriage or dieses such as
childhood cancer. As in the case of older mothers, older fathers also may place their
offspring at risk for certain defects.
Enrichment Pretend you are “Junior”, 4 months old in the womb. Your mother is contracting on doing
Activities abortion. Write a letter convincing her that you are a human being developing contrary to
what she and other pro-abortionists are thinking. Describe to her the development that has
already taken place in 4 months. Reflect what you learned on pre-natal development. Give
your letter a title “A Letter from Junior” or you may want to write your name.
Scoring Rubric for this Activity
20 Points – Comprehensive answer and includes extensive information
15 Points – Well written answer includes some strong analysis
10 Points – Well written answer but lacks analysis
5 Points – Lacks organization and uses little information
3 Points – Barely addresses the question

Note: If you wish to submit e-file (pdf format) of your output, you may send it to
[email protected] using this file name format:
LAST NAME-FIRST NAME-SUBJECT- COURSE-YEAR-SECTION-LESSON#
Example: DELA CRUZ-JUAN-EDUC11-BSED1B-LESSON1
Comprehension Encircle the letter that corresponds to your answer.
Check 1. Pre-natal has ____ stages of development.
a. 4 b. 3 c. 5
2. When does the life begin?
a. Conception b. Birth c. Fetal period
3. What does tera means for greek?
a. Storage b. Animal c. Monster
4. What field investigates the couses of congenital defects?
a. Teratology b. Psychology c. Biology
5. The stage where organs appear is ________.
a. Germinal b. Embryonic c. Fetal
Answers:
1. 3) 2. A) 3. C) 4. A) 5. B)
References Corpuz, Brenda B. et. al., Child and Adolescent Development: Looking at Learners at Different Life Stages
(2015) Lorimar Publishing, Inc. Cubao, Quezon City
Corpuz, Brenda B. et. al., The Child and Adolescent Learners and Learning Principles (2018) Lorimar
Publishing, Inc. Cubao, Quezon City, Metro Manila
Rungduin, Teresita T. et. al., Child and Adolescent Learners and Learning Principles (2019) Adriana
Publishing, Cubao, Quezon City
http://www.nzdl.org/gsdlmod?e=d-00000-00---off-0hdl--00-0----0-10-0---0---0direct-10---4-------0-0l--
11-en-50---20-help---00-0-1-00-0--4----0-0-11-10-0utfZz-8-
00&cl=CL1.17&d=HASHb9f615ec43596a18a63e4e.4.4&gt=1
https://www.virtuallabschool.org

“Molding Minds, Shaping Future”

QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Module 3 DEVELOPMENT OF THE LEARNER AT VARIOUS STAGES

LESSON 12:INFANCY & TODDLERHOOD: Physical, Cognitive and Socio-emotional
Competencies 1. Trace the physical, cognitive & socio-emotional development of infants and
toddlers
2. Identify factors that enhance or impede the physical, cognitive and socio-emotional
developments of infants and toddlers
3. Present your own or other’s research on the physical, cognitive and socio-
emotional development of infants and toddlers
4. Draw implications of these physical, cognitive and socio-emotional developmental
concepts to child care, education and parenting
5. Apply pedagogies of learning and teaching appropriate for infants and toddlers
Discussion Introduction
We just have traced the developmental process before birth. We shall continue to trace
the developmental process by following the infant or the baby who is just born up to when
he reaches age 2. Infancy and toddlerhood span the first two years of life.
PHYSICAL DEVELOPMENT
Height & Weight
 It’s normal for newborn babies to drop 5 to 10 percent of their body weight within
a couple of weeks of birth. That is due to the baby’s adjustment to neonatal
feeding. Once they adjust to sucking, swallowing and digesting, they grow rapidly.
 Breastfed babies are typically heavier than bottled-fed babies through the first six
months, breastfed babies usually weigh less than bottled-fed babies.
 In general, an infant’s length increases by about 30% in the in the first 5 months.
 A baby’s weight usually triples during the first year but slows down in the second
year of life.
 Low percentages are not a cause for alarm as long as infants progress along a
natural curve of steady development.
Brain Development
 Among the most dramatic changes in the brain in the brain in the first two years
of life are spreading connections of dendrites to each other.
Myelination or myelinazation, the process by which the axons are covered and
insulated by layers of fat cells, begins prenatally and continues after birth. The
process of myelination increases the speed at which information travels
through the nervous system.
 At birth, the newborn’s brain is about 25 percent of its adult weight. By the second
birthday, the brain is about 75% of its adult weight.
 Shortly after birth, a baby’s brain produces trillion more connection between
neurons than it can possibly use. The brain eliminates connections that are
seldom or never used. The infant’s brain is literally waiting for experiences to
determine how connections are made.
Motor Development
Along this aspect of motor development, infants and toddlers begin from reflexes,
to gross motor skills and fine motor skills.
A. Reflexes
 The newborn has some basic reflexes which are, of course automatic, and serve
as survival mechanisms before they have the opportunity to learn. May reflexes
are present at birth will generally subside within a few months as the baby grows

“Molding Minds, Shaping Future”

QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

and matures.
 Sucking Reflex. The sucking reflex is initiated when something touches the roof
of an infant’s mouth. Infants have a strong sucking reflex which helps to ensure
they can latch unto a bottle or breast. The sucking reflex is very strong in some
infants and they may need to suck on a pacifier as comfort.
 Rooting Reflex. The rooting reflex is most evident when an infant’s cheek is
stroked. The baby responds by turning his or her head in the direction of the
touch and opening their mouth for feeding.
 Gripping Reflex. Baby will grasp anything that is placed in their palm. The
strength of this grip is strong, and most babies can support their weight in their
grip.
 Curling Reflex. When the inner sole of a baby’s foot is stroked, the infant respond
by curling his or her toes. When the outer sole of a baby’s foot is stroked, the
infant will respond by spreading out their toes.
 Startle/ Moro Reflex. Infants will respond to sudden sounds or movements by
throwing their arms and legs out, and throwing their heads back. Most infants will
usually cry when startled and proceed to pull their limbs back into their bodies.
 Galant Reflex. The gallant reflex is shown when an infant’s middle or lower back
is stroked next to the spinal cord. The baby will respond by curving his or her
body toward the side which is being stroked.
 Tonic Neck Reflex. The tonic neck reflex is demonstrated in infants who are
placed on their abdomens. Whichever side the child’s head is facing, the limbs on
that side will straighten, while the opposite limbs will curl.
B. Gross Motor Skills
Gross motor skills involve the larger muscles in the arms, legs and torso. Gross
motor activities include walking, running, throwing, lifting, kicking, etc. These skills
also relate to body awareness, reaction speed, balance and strength. Here are general
guidelines for gross motor development for children ages 0 to 5 years.
0-2 months: prone, lift head
2-4 months: prone, chest up, use arms for support
2.5-4.5 months: can roll over
3.5-6 months: support some weight with legs
4.5-7.5 months: sit without support
5-10 months: stand with support
6-10 months: pull self to stand
7-13 months: walk using furniture for support
10-14 months: stand alone easily
11-14 months: walk alone easily
C. Fine Motor Skills
Generally thought of as the movement and use of hands and upper extremities,
fine motor skills include reaching, grasping and manipulating objects with your hands.
This is a list of fine motor skills children should demonstrate between the ages of 0-2
years.
0-3 months: Holds small object in hand (without thumb tucked in hand)
3-5 months: Reaches for toy; briefly holds toy
5-6 months: Follow objects with eyed in all directions
6-7 months: Transfer objects from one hand to the other
7-8 months: Keeps hands open and relaxed always; starting to pick up small
foods
8-10 months: Able to release an object voluntarily; gives toy to mother when
asked
10-14 months: Like to explore, turn pages of cardboard books
14-15 months: Puts objects/ toys in a container
15-16 months: Uses both hands to play; Points at object with index finger;

“Molding Minds, Shaping Future”

QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

can isolate index finger with other fingers closed

16-17 months: can builds a block tower using 3-4 blocks
COGNITIVE DEVELOPMENT
Infants and toddlers are born ready to learn. They learn through cuddling with a
caregiver, listening to language, trying out sounds, stretching on the floor, reaching
for objects, tasting foods, and exploring their environments in countless ways every
day. Their brains go through amazing changes during the first three years of life.
Infants' and toddlers' thinking skills grow as they interact with the world and
people around them. Consistent, nurturing experiences help infants and toddlers
make sense of the world. Those experiences literally build brain architecture. As
infants and toddlers develop, they begin to understand and predict how things work:
they open and close a cabinet door over and over, they fill and dump a cup of water
in the water table, and they bang a spoon on a high chair to hear the sound.
Here are the highlights infant and toddler cognitive development as they grow.
Keep in mind that individual differences exist when it comes to the specific age at
which infants and toddlers meet these milestones and that each infant and toddler is
unique.
2 months: Pays attention to faces; Begins to follow things with eyes and recognize
people at a distance; Begins to act bored (cries, fussy) if activity doesn’t change
6 months: Looks around at things nearby; Brings things to mouth; Shows curiosity
about things and tries to get things that are out of reach; Begins to pass things
from one hand to another
12 months: Explores things in different ways like shaking, banging, throwing; Finds
hidden things easily; Looks at the right picture or thing when it's named; Copies
gestures; Starts to use things correctly (like drinks from a cup, brushes hair);
Bangs two things together; Puts things in a container, takes things out of a
container; Let things go without help; Pokes with index (pointer) finger; Follows
simple directions like "pick up the toy"
18 months: Knows what ordinary things are; for example telephone, brush, spoon;
Points to get the attention of others; Shows interest in a doll or stuffed animal by
pretending to feed; Point to one body part; Scribbles on his own; Can follow 1-
step verbal commands without any gestures; for example, sits when you say "sit
down"
24 months: Finds things even when hidden under two or three covers; Begins to sort
shapes and colors; Completes sentences and rhymes in familiar books; Plays
simple make-believe games; Builds towers of 4 or more blocks; Might use one
hand more than the other; Follows two-step directions like, "Pick up your shoes
and put them in the closet."
36 months: Can work toys with buttons, levers, and moving parts; Plays make-
believe with dolls, animals, and people; Does puzzles with 3 or 4 pieces;
Understands what "two" means; Copies a circle with a pencil or crayon; Turns
book pages one at a time; Builds towers of more than 6 blocks; Screws and
unscrews jar lids or turns door handles

As an infant and toddler teacher, do the following to support developmental

milestones:

 Give infants and toddlers the safe space they need for movement and discovery
(areas for climbing, crawling, pulling up, etc.).
 Provide a consistent, nurturing relationship with each infant and toddler.
 Read all you can about the stages of development especially for the ages of the
children you serve.
 Post developmental milestone charts for reference.

“Molding Minds, Shaping Future”

QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

 Recognize that children need different things from you as they move through the
developmental stages.
 Observe children on a regular basis to determine where they are developmentally
so you can both support and challenge their emerging skills.
 Remember that children are unique and progress at different rates and that one
area of development may take longer than other areas.
 Consult with your supervisor, trainer, or coach if you feel that there might be a
concern with how a child is developing.

SOCIO-EMOTIONAL DEVELOPMENT
Emotional well-being during the early years has a powerful impact on social
relationships. Children who are emotionally healthy are better able to establish and
maintain positive relationships with adults as well as with peers. Social-emotional
development is essential to a young child’s sense of well-being. Their first relationships
help shape who they are, who they become, and their understanding of the world.
The important people in young children’s lives help lay the foundation for a range of
social-emotional skills such as self-regulation, empathy, turn-taking and sharing and
positive relationships with adults and peers
Through early relationships and with nurturing, responsive interactions, infants
and toddlers learn ways of being in relationships, how to get their needs and wants met,
and how to identify and regulate emotions. Because these skills develop together, this
area of development is referred to as social-emotional development. Below shows the
highlights of infants and toddlers social-emotional skills development at different ages.
6 months: Knows familiar faces and begins to know if someone is a stranger; Likes
to play with others, especially parents; Responds to other people’s emotions and
often seems happy; Likes to look at self in mirror

12 months: Is shy or nervous with strangers; Cries when Mom or Dad leaves; Has
favorite things and people; Shows fear in some situation; Hands you a book when
he or she wants to hear a story; Repeats sounds and actions to get attention;
Puts out arm or leg to help with dressing; Plays games such as “peek-a-boo” and
“pat-a-cake”
18 months: Likes to hand things to others as play; May have temper tantrums;
May be afraid of strangers; Shows affection to familiar people; Plays simple
pretend, such as feeding a doll; May cling to caregivers in new situations; Points
to show others something is interesting; Explores alone but with a parent close
by
24 months: Copies others, especially adults and older children; Gets excited when
with other children; Shows more and more independence; Shows defiant
behavior (doing what she or he has been told not to do); Plays mainly beside
other children, but is beginning to include other children, such as in chase
games
36 months: Copies adults and friends; Shows affection for friends without
prompting; Takes turns in games; Shows concern for a crying friend;
Understands the idea of “mine” and “his” or “hers”; Shows a wide range of
emotions; Separates easily from Mom and Dad; May get upset with major
changes in routine; Dresses and undresses self
You can promote social-emotional development of infants and toddlers in several ways:
 Respond to infant and toddler’s needs in caring ways.
 Acknowledge an infant's or toddler who points to a picture of himself or his

“Molding Minds, Shaping Future”

QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

family – “That’s right, Bobby, that is a picture of you and your dad!”
 Model caring behaviors and empathy during all interactions.
 Read stories about and show infants and toddlers pictures of different
emotions.
 Build strong relationships with the families of infants and toddlers in your
care.

Enrichment In 1 whole short bond paper, cite and explain at least one pedagogical principle that
Activities applies to the teaching-learning process of toddlers by filling out the table below. You may
choose only those principles that are relevant.
LEARNER-CENTERED PRINCIPLE APPLICATION OF THE PRINCIPLE IN THE
TEACHING-LEARNING PROCESS OF LEARNERS
Cluster 1 – Principle referring to Cognitive and How is this principle applied in the teaching-
Metacognitive Factors learning process of toddlers?
(State the relevant learner-centered principle
here) e.g. Make the classroom or home environment
safe and nurturing for toddlers to learn by
e.g. Cognitive and metacognitive factors Context ensuring their safety while they climb the stairs,
of Learning- Learning is influenced by jumps, explores, etc. make the environment
environmental factor, including culture, conducive by talking to them, reading to them,
technology and instructional practices.- the playing matching games with them, taking
classroom nurturing or not, can have significant fieldtrips together to the garden, park, to the
impact on toddlers’ learning. bus ride. Give them toddler learning toys
appropriate to their developmental stage.
Cluster 2 – Principle referring to motivational How is this principle applied in the teaching-
and affective factors learning process of toddlers?
(State the relevant learner-centered principle
here)
Cluster 3 – Principle referring to Developmental How is this principle applied in the teaching-
and Social Factor learning process of toddlers?
(State the relevant learner-centered principle
here)
Cluster 2 – Principle referring to individual How is this principle applied in the teaching-
differences factors learning process of toddlers?
(State the relevant learner-centered principle
here)
Scoring Rubric for this Activity
10 Points – Comprehensive answer and includes extensive information
8 Points – Well written answer includes some strong analysis
6 Points – Well written answer but lacks analysis
5 Points – Lacks organization and uses little information
3 Points – Barely addresses the question

“Molding Minds, Shaping Future”

QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

References Corpuz, Brenda B. et. al., Child and Adolescent Development: Looking at Learners at Different Life
Stages (2015) Lorimar Publishing, Inc. Cubao, Quezon City
Corpuz, Brenda B. et. al., The Child and Adolescent Learners and Learning Principles (2018) Lorimar
Publishing, Inc. Cubao, Quezon City, Metro Manila
Rungduin, Teresita T. et. al., Child and Adolescent Learners and Learning Principles (2019) Adriana
Publishing, Cubao, Quezon City
http://www.nzdl.org/gsdlmod?e=d-00000-00---off-0hdl--00-0----0-10-0---0---0direct-10---4-------0-
0l--11-en-50---20-help---00-0-1-00-0--4----0-0-11-10-0utfZz-8-
00&cl=CL1.17&d=HASHb9f615ec43596a18a63e4e.4.4&gt=1
https://www.virtuallabschool.org

Module 3 LESSON 13: EARLY CHILDHOOD (The Pre-schooler):

Physical, Cognitive and Socio-emotional Development
Competencies 1. Describe the physical, cognitive and socio-emotional development of preschoolers
2. Identify factors that enhance or impede the physical, cognitive and socio-emotional
developments of preschoolers
3. Explain the development of the preschoolers’ sense of self and self esteem
4. Draw implications of these physical, cognitive and socio-emotional developmental
concepts to child care, education and parenting
5. Apply concepts on preschoolers’ cognitive development in preschool teaching and in child care
Discussion Introduction
The pre-schooler years is commonly known as “the years before formal schooling
begins”. It roughly covers 3 to 5 years of age. Although it is known as the years before
formal school, it is by no way less important than the grade school years. The preschool
years is very important as it lays foundation to later development. At this stage, pre-
schoolers achieve many developmental milestones. As such, pre-service teachers who
might be truly an intentional and effective teacher.

PHYSICAL DEVELOPMENT
Big Ideas about the Physical Development of Pre-schoolers
During the preschool years, there is a steady increase in children’s height, weight, and
muscle tone. Compared with toddlers, preschoolers are longer and leaner. Their legs and
trunks continue to grow, and their heads are not so large in proportion to their bodies. As
preschoolers’ bodies develop over time, the areas in their brains that control movement
continue to mature, thus enabling them to perform gross-motor skills such as running,
jumping, throwing, climbing, kicking, skipping, and fine-motor skills such as stringing
beads, drawing, and cutting with scissors.

Milestones

Let’s take a look at preschoolers’ physical development. As highlighted in the Cognitive

Development course, milestones provide a guide for when to expect certain skills or
behaviors to emerge in young children based on cognitive development, gross-motor
development, fine-motor development, hearing, speech, vision, and social-emotional
development. Think of milestones as guidelines to help you understand and identify typical
patterns of development in children and to help you know when and what to look for as
children mature.

Like a family’s pediatrician, family child care providers should be knowledgeable about

children’s developmental milestones. You can use your knowledge of these milestones to
meet children’s needs in your program. Even though the skills highlighted in the chart
develop in a predictable sequence over the preschool years, each child is unique. Your goal
is to help all children grow and learn to their potential.

“Molding Minds, Shaping Future”

QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

AGE 3 AGE 4 AGE 5

 Climbs well  Hops and stands on one  Stands on one foot for
 Runs easily foot up to 2 seconds 10 seconds or longer
 Pedals a tricycle  Pours, cuts with  Hops, and may be able
 Walks up and down supervision, and to skip
stairs, one foot on mashes own food  Can do a somersault
each step  Catches a bounced ball  Uses a fork and spoon
 Washes and dries most of the time and sometimes a table
hands  Draws a person with knife
two to four body parts  Swings and climbs
 Uses scissors

Influences on Physical Growth

Physical growth and development entails more than just becoming taller, stronger, or
larger. It involves a series of changes in body size, composition, and proportion. Biological
and environmental factors also affect physical growth and development. In this section, we
will examine factors that affect physical growth in young children.

Brain development: Even though motor abilities in preschool emerge as a result of

physical growth and development, many new motor skills are also the result of brain
growth. In other words, movement involves more than simply using arms or legs. Think
about a preschooler kicking a ball back and forth with a peer or caregiver. Being able to
do this task can be attributed not only to skill mastery and development, but also to the
brain’s ability to organize visual and auditory messages that guide a child to help make
decisions, such as adjusting movement, deciding how hard or soft to kick the ball,
waiting if needed and kicking the ball back accordingly. As a family child care provider,
you can enhance children’s brain development by engaging children in meaningful
interactions that enable them to form connections with their environment and create
understanding about how things work, how things are done, how to treat others, how to
deal with emotions, and how to go about their daily lives. Ultimately, in doing so, you
help children improve existing skills and acquire new ones.

Heredity: Genetic inheritance plays a significant part in children’s physical growth.

Nevertheless, it is important to acknowledge that even though genes influence children’s
development, physical growth, like other aspects of development, happens as the result
of the interplay between heredity and the environment. Think about your role in creating
rich and stimulating environments that foster children’s optimal physical development.

Nutrition: In order to reach optimal physical growth and development, especially at

times when their brains and bodies are developing so rapidly, young children require
healthy, balanced diets that provide vitamins, minerals, and other nutrients. As a family
child care provider, you serve as a role model for children by promoting these healthy
habits yourself.

Cultural differences: Despite universal patterns in child development, there are

variations, such as how children develop motor skills. Children’s environments, places of
origin, and particular life circumstances can affect how they develop and master motor
skills. Always be respectful and sensitive about children’s backgrounds and prior
experiences. Your goal is to help each child reach their full potential.

Understanding developmental milestones is an important part of working with young

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children. Learning about and understanding how preschoolers use their bodies will help
you know how to support them in developing their motor skills and will also help you
decide what kinds of learning experiences to plan. Keep in mind that each child is different
and that you may have to adapt routines and activities to meet children’s unique needs.
Consider the following:

Plan meaningfully: In your daily interactions with the children in your care, you can
purposefully plan activities that will enable you to gauge how children are developing
and refining their motor skills. For example, you can observe how children move around
during free play, how they follow directions as you lead them through activities, or how
they manipulate objects in their hands as you play with them. You should use this
valuable observational information to plan activities that promote further development in
children or to adapt activities to meet the particular learning needs of individual
children.

Be sensitive to individual children’s needs: As you engage in these observations,

remember that each child is different and that sometimes children may not reach
milestones as expected. If you are unsure about a child’s development, talk to your
trainer, coach or family child care administrator. If you are concerned about a child’s
development, talk with the child’s family. As a family child care provider, your input can
support the child greatly as you help the family find any additional support they may
need. You should share information with all families about typical child development
and let them know you are available to talk.

Be responsive to families’ needs and preferences: If a family approaches you and

shares concerns about their child’s development, encourage them to talk to their child’s
health-care provider. A health-care provider can perform a developmental screening and
possibly refer the child to a specialist. Families of children over age 3 may contact their
local public school district. Most school districts can arrange a free developmental
screening to learn more about the child’s overall development.

COGNITIVE DEVELOPMENT

During preschool, amazing changes happen in children's "thinking skills." Their

memories are becoming stronger-they often remember surprising details. They can share
their ideas in new and interesting ways. Their imaginations are becoming a primary vehicle
for play and learning. They begin to compare, contrast, organize, analyze, and come up
with more and more complex ways to solve problems. Math and scientific thinking become
more sophisticated.
COGNITIVE DEVELOPMENTAL MILESTONES

AGE 3 AGE 4 AGE 5

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 Understands the
 Plays make-believe  Counts 10 or
idea of counting
with dolls, animals, more things
 Starts to
and people
understand time  Can draw a
 Does puzzles with 3 or
 Remembers person with at least 6
4 pieces
parts of a story body parts
 Understands what
 Understands the
“two”means  Can print some
idea of “same” and
 Copies a circle with letters or numbers
“different”
pencil or crayon
 Draws a person  Copies a triangle
 Turns book pages one
with 2 to 4 body and other geometric
at a time parts shapes
 Knows about
things used every day,
like money and food

All of these thinking skills usually develop in a predictable sequence. Remember,

though, that every child is unique. You have the ability to help children learn and grow
to their potential. Along with a family's pediatrician, preschool teachers must be
knowledgeable about children's developmental milestones. Developmental milestones
help adults to understand and recognize typical ages and stages of development for
children. Milestones are not rigid rules for when or how a child should develop. Rather,
milestones provide a guide for when to expect certain skills or behaviors to emerge in
young children based on cognitive, gross motor (movement), fine motor (finger and hand
skills), hearing, speech, vision, and social-emotional development.

POSSIBLE WARNING SIGNS FOR PRE-SCHOOL CHILDREN

THREE YEARS FOUR YEARS FIVE YEARS

 Can't work  Has trouble  Doesn't respond

simple toys (such as scribbling to people, or
peg boards, simple  Shows no responds only
puzzles, turning interest in superficially
handle) interactive games or  Can't tell what's
 Doesn't play make-believe real and what's
pretend or make-  Doesn't follow 3- make-believe
believe part commands  Doesn't play a
 Doesn't  Doesn't variety of games and
understand simple understand "same" activities
instructions and "different"  Can't give first
and last name
 Doesn't draw
pictures

If you are concerned about a child's development, talk with your trainer, coach, or

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supervisor so that you can brainstorm and work together to talk with parents about your
observations. This may be difficult, but it can make the difference in meeting a child's
needs. With the guidance of your supervisor, trainer, or coach along with program
management, you can share information with families about typical child development and
let them know you are available to talk. If your program provides developmental screening
tools, these can help you start a conversation about your concerns.
Ultimately, if families are concerned about a child's development, they should talk to
the child's pediatrician about their concerns. The pediatrician can perform developmental
screenings and possibly refer the child to specialists. Families should also contact their
local school district (for children over age 3). The school district can arrange a free
evaluation of the child's development. This can help the child get the services and help he
or she needs.

As a Teacher of Pre-schoolers

Understanding these milestones will help you know what kinds of learning experiences
to plan in your classroom. Based on your knowledge of development, you can plan
activities that are challenging but achievable for individual children. Remember,
milestones are markers that let us know a child is growing in a healthy way. These
markers are not thresholds or "tests" that a child must pass. Think about milestones when
you:
 Set learning goals for your class.
 Read all you can about the stages of development especially for the ages of the
children you serve.
 Post developmental milestone charts for reference.
 Recognize that children need different things from you as they move through the
developmental stages.
 Provide a range of interesting materials that spark preschoolers’ interests and
allow for hands-on exploration.
 Provide a range of developmentally appropriate and culturally diverse books.
 Find teachable moments to encourage learning and development.
 Observe children on a regular basis to determine where they are
developmentally.
 Remember that children are unique and progress at different rates and that one
area of development may take longer than other areas.

SOCIO-EMOTIONAL DEVELOPMENT

Children’s emotional well-being during their early years has a powerful impact on their
social relationships. Children who are emotionally healthy are better able to establish and
maintain positive relationships with adults and peers. Consider some of the children in
your own life and the different stages in their social-emotional development as they were
growing up.

Preschool-age children are learning to talk about their feelings and the feelings of
others. Social-emotional development, however, involves more than just expressing
emotions. It entails taking turns, becoming independent in following routines, interacting
more with peers, engaging in meaningful relationships with others, controlling emotions,
and developing a positive self-image. These skills are crucial for children’s successful
participation in school and home experiences and for their overall growth.

Milestones

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The chart below provides a closer look at how preschoolers develop social-emotional
skills at different ages.

Remember that expectations about developmental milestones are driven by cultural

values and preferences. For example, in some cultures, children are not expected to feed
themselves independently until they are 3 or 4 years old. In other cultures, children are
expected to start eating independently in early infancy and toddlerhood. In your daily
interactions with children and their families, you should remind yourself that culture and
family priorities influence children’s social-emotional competence.

SOCIAL-EMOTIONAL DEVELOPMENTAL MILESTONES IN PRESCHOOL

AGE 3 AGE 4 AGE 5

 Copies adults  Enjoys doing new  Wants to please

and friends things friends
 Shows affection  Is more and more  Wants to be like
for friends without creative with make- friends
prompting believe play  More likely to
 Takes turns in  Would rather agree with rules
games play with other  Likes to sing,
 Shows concern children than alone dance, and act
for a crying friend  Cooperates with  Is aware of
 Dresses and other children gender
undresses self  Plays “Mom” or  Can tell what’s
 Understands the “Dad” real and what’s
idea of “mine” and  Often can’t tell make-believe
“his” or “hers” what’s real and  Shows more
 Shows a wide what’s make-believe independence
range of emotions  Talks about what  Is sometimes
 Separates easily he or she likes and demanding and
from family is interested in sometimes
members cooperative
 May get upset
with major changes
in routine

As you study the chart, you may notice that the milestones are associated with
different aspects of social-emotional development: Some are associated with children’s
ability to engage in relationships with others, whereas others are associated with positive
self-awareness. Some milestones relate to children’s ability to regulate or control emotions
and others correspond with children’s ability to perform various tasks independently. Let’s
take a closer look at these aspects of social-emotional development:
Relationships with others: Preschool-age children engage in pretend play with friends
and use words and sentences to express their feelings and thoughts. Even though they
may still need adult support to share toys and materials with friends, they improve on
their own as time passes. Preschoolers also improve in their ability to understand and
appropriately respond to their friends’ feelings. Children with healthy social-emotional
development have a balance of all of these components.
Self-awareness: Preschool-age children improve their ability to control their bodies
during different activities throughout the day (e.g., sitting at circle time or playing in the

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gym), take turns and have conversations with peers, acknowledge and use their own
names and the names of others, and self-evaluate and know when they made appropriate
or inappropriate choices.
Emotional regulation: Preschool-age children display a variety of emotions in different
ways. For example, they may say, “I’m upset,” they may match facial expressions to happy,
mad or sad, or they may laugh when excited. At the same time, they also improve their
ability to manage their emotions to match the situation and environment and to control
their emotions (e.g., separate easily from family members). Although preschoolers are
better than toddlers at regulating emotions, they still need a great deal of help and practice
with developing these appropriate behaviors.
Independence: Preschoolers with healthy independence will follow predictable daily
routines and activities at school and at home, start identifying a favorite friend and ask
that friend to play, independently play with toys and materials at home, school, or an
outdoor playground, and complete many self-care tasks, such as getting dressed, going to
the bathroom, eating snacks, feeding themselves, or getting ready for bed. Independent
preschoolers will also tell caregivers about their day and learn and use new vocabulary
daily.

Emotional Literacy

Emotional literacy is children’s ability to label and talk about their own emotions or
feelings, as well as the feelings and emotions of others. This is an essential component of
social-emotional development because it helps children understand their own emotional
experiences and, at the same time, helps them to acknowledge and understand the
emotional experiences of others. Emotional literacy helps children solve problems and
regulate their own emotions; these skills are essential for success in preschool and
beyond. Children who label, talk about, and are aware of their emotions are more likely to
focus on and engage in classroom routines and activities and less likely to become easily
frustrated, have excessive tantrums, or act impulsively.

Many children learn to identify and discuss emotions through interactions or

conversations with responsive adults in the context of positive relationships and
supportive environments. In your work at a preschool program, you should embed
opportunities for social skill development throughout the day. For example, you can share
your emotions about events or experiences and encourage children to share their own
emotions. You can also read books that discuss emotions or social interactions.

Supporting the Social-Emotional Development of Children in Preschool

Children learn social-emotional skills in the context of their relationships by watching,

imitating and responding to the social behaviors of others. Children also learn from the
ways others respond to their emotions. Social-emotional skills are closely connected to a
child’s family, cultural background and early experiences. Children learn by interacting
and forming relationships with members of their families, schools and communities.

Social-emotional learning begins in infancy, and adults are the most influential models
for young children. Caregivers who understand their infants’ emotional cues and respond
immediately and sympathetically have infants who are less fussy and easier to soothe. The
same happens with preschoolers; if caregivers validate children’s feelings, address their
needs, and are responsive and supportive, preschoolers are better able to communicate
their needs and emotions and are more likely to demonstrate healthy social-emotional
development.

Healthy social-emotional development is highly associated with responsive caregiving.

Responsive caregivers are supportive and positive, provide stimulating materials, play and

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engage with children, share events and experiences, follow children’s lead, and support
children’s interests and learning. Responsive caregivers plan meaningful opportunities
throughout the day to help children practice and learn social skills.

AS A TEACHER

Preschool-age children in your care need daily opportunities to participate in activities

that help them learn new social-emotional skills or practice existing skills in fun,
stimulating, and supportive environments. You should purposefully use strategies
throughout your day to support young children’s social-emotional development.
Understanding developmental milestones is an important aspect of working with young
children. Learning and understanding how preschoolers develop social-emotional skills
and competence will help you foster their social-emotional learning and determine what
kinds of experiences to plan in your classroom and program. Consider the following in
your daily work with preschoolers:
 Be responsive to children’s interaction attempts and build on what children say.
 Engage in frequent, developmentally appropriate social interactions with
children and adults in your classroom throughout your daily experiences and
routines.
 Follow children’s leads, cues and preferences.
 Include emotion words in conversations with children.
 Make books available that discuss feelings and social interactions.
 Ask children meaningful questions about their actions, interests, events and
feelings.
 Encourage children to use their words and talk to their peers when conflicts
arise. Use developmentally appropriate language and provide conversation models
and cues for children to follow if they need help solving a problem.
 Ensure you are sensitive to children’s unique needs, experiences and
backgrounds.
 Reach out to children’s families and be responsive to their needs and
preferences.
Enrichment In 1 whole short bond paper, answer the following questions.
Activities
1. Connecting with Learner-Centered Principles. Choose one principle each for
each of the four clusters. Refer to the complete listing of the 14 principles. Based
on your knowledge and understanding of preschool learners, elaborate on how this
principle can be applied in all aspects of the teaching-learning process involving
pre-schoolers.

LEARNER CENTERED PRINCIPLE ELABORATION OF THE PRINCIPLES

FOR PRESCHOOL LEARNERS
Cluster 1: Cognitive and Metacognitive
Factors
Principle:
Cluster 2: Motivational and Affective
Factors
Principle:
Cluster 3: Developmental and Social
Factors
Principle:
Cluster 4: Individual Differences Factors
Principle

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2. Examine the skills found in the physical, cognitive and socio-emotions domain of
pre-schoolers. Identify the skills in a particular sub age group and put an
appropriate activity that can develop each skill. You may surf the net for suggested
activities, interview preschool teachers or simply be creative yourself!
Rubrics
20- complete, comprehensive, and reflective discussion, English construct is outstanding
18 – complete, comprehensive, and reflective discussion, English construct is average
15 – complete and reflective discussion, English construct is average
13 – reflective discussion but fair English construct
10 – answer is slightly reflective and English construct is poor

Answers:
1. () 2. () 3. () 4. () 5. ()

Module 3 LESSON 14: LATE CHILDHOOD (The Intermediate Schooler):

Physical, Cognitive and Socio-emotional Development
Competencies 1. Identify different physical , cognitive and socio-emotional characteristics of
intermediate schoolers
2. Discuss important factors that affect the physical, cognitive and socio-emotional
development of intermediate children
3. Apply pedagogies of learning and teaching appropriate for intermediate school

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children
Discussion Introduction
Children in their late childhood stage always seem to be in hurry- they get so busy with
their school work, interacting with their friends, exploring other possible activities, nut this
period of physical development seems to take on a leisurely pace.
PHYSICAL DEVELOPMENT
Early Puberty
On the average, girls are generally as much as two (2) years ahead of boys in terms of
physical maturity, although these developments may be determined by how close a child is
to puberty. Puberty begin early. Budding breasts for girls- which is the initial sign of
puberty. Some girls may also start with their menstrual period as early as 8 and some as
late as 13.
Puberty’s changes start when the brain triggers the production of sex hormones. Here
are some changes that may happen to both girls and boys during early puberty.
GIRLS BOYS
Breast  Small lumps from behind the  May also have swelling on their
nipple may occur, which chest but tends to go away within a
sometime could be painful but year or two.
eventually, the pain goes away.
 It is normal for one breast to
develop more slowly than the
other.
Genitals  The vulva starts in increase a  Subtle increase in testicle size.
bit.  Penis and scrotum start to grow.
 The vagina gets longer.  Semen may be released when he is
 The uterus gets bigger. awake or even during sleep.
Hair  Hair will start to grow in the  Hair will start to grow and become
Growth armpits and public areas. thicker.
 New hair will also grow in the
armpits and public area around the
genitals.
 May start developing chest and
facial hair.
Height, Weight and Muscle Development
During the childhood, a child’s weight on average, may be 2.3 to 3.2 kilograms per
year. Weight increase was mainly due to the increase in size of skeletal and muscular
systems as well as several organs. An average of 2 ½ inches in height and an average of
an inch in head circumference each year. Children during this stage may experience
growth spurts- sudden boosts in height and weight, which are usually accompanied by
increase in appetite and food intake.
Increase in body fats also occurs in preparation for the growth that occur during
adolescence. The body fat increase occurs earlier in girls and is greater in quantity.
Girls appear to be “chubby” while boys tend to have more lean body mass per inch of
height than girls. These are all normal part of development. The difference in body
composition become more significant during adolescence.
Motor Skills
At the age of 10 or 11 years, most children will have learned to play sports. This
physical skills become a source of pleasure and great achievement to the children. In

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activities that use large muscle activities, boys tend to be more nimble than girls.
Although a significant increase in physical activity may occur in this stage, children in
their late childhood is far from being physically mature. They become overwhelmed when
sitting or standing too long than when running, jumping or playing actively. This is
because they need time to refine their skills so they prefer active rather than passive
movements.
Their fine motor skills develop gradually which may be evidenced by the size of the
letters and numbers. Font size becomes smaller and are more even. They may even
produce good quality crafts or have greater control in playing instruments like the piano or
guitar. In this skills, girls usually surpass the boys.
Insecurities
At this stage, children may become very concerned about their physical appearance.
Girls specially, may become concerned about the weight and decide to eat less. Boys may
become aware of their stature and muscle size and strength.
Since this stage can bring about insecurities, parents and teachers must be very conscious
about their dealings with these children. Appropriate activities must be designed so that
children will be guided into the right direction. Children must be given opportunities to
engage themselves in worthwhile activities that:
 Promote healthy growth;
 Give them feeling of accomplishment, and
 Reduce the risk of certain diseases.
Implications to Child-Care, Education, and Parenting
During this stage, children are more physically active, however, they still have a lot of
physical maturity to undergo. Here are some points to consider for health-care providers,
teachers and parents.
 Provide ample opportunities at home and school for physical exercises and sports.
 Encourage children to participate in varied worthwhile activities until they are able
to discover the ones they are interested in.
 Develop a strong emotional attachment with your children so as to address any
insecurities and social concerns.
 Since children in this stage have more control over their eating habits, provide
them healthier food choices.
COGNITIVE DEVELOPMENT
Initial Cognitive Characteristics
Intermediate school children greatly enjoy the cognitive abilities that they can now
utilize more effectively as compared to their thinking skills during their primary years.
Their school work are now more complicated, reading texts have become longer, problem
solving has become an everyday part of their lives.
Their ability to use logic and reasoning gives them chances to think about what they
want and how to get it. They now become very interested in talking about the future or
even their potential careers. They develop special interest in collections, hobbies and
sports. They are even capable of understanding concepts without having direct hands-on
experiences.

Reading Development
Children in this stage is marked by a wide application of word attack. Because of the
presence of previous knowledge, they now have a wide vocabulary which enables them to
understand the meanings of unknown words through context clues- this is the “Reading to

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Learn” Stage in reading development. They are no longer into the fairy tales and magic type
of stories but are more interested in longer and more complex reading materials.
Attention
Older children have longer and more flexible attention span compared to younger
children. Their span of attention is dependent on how much is required by the given
task. In terms of school work, older children can concentrate and focus more for long
periods of hours especially if they are highly interested in what they are doing.
Creativity
Children at this stage are open to explore new things. Creativity is innate in children,
they just need a little guidance and support from parents, teachers and people around
them. They are usually at their best when the work is done in small pieces.
Creativity in children is encouraged when activities:

 Encourage different responses from each child;

 Celebrate uniqueness;
 Break stereotypes;
 Value process over product;
 Reduce stress and anxiety in children;
 Support to share ideas, not only with the teacher/parent but also with other children;
 Minimize competition and external rewards.

The Impact of Media

The dream of having a television unit in every classroom started in the 1950’s. It was
considered as one of the first technological advancement in schools. The impact of the
use of television and other media like the computer has gained popularity because
students are given opportunity to:

 Communicate effectively in speech and in writing;

 Work collaboratively;
 Use technological tools;
 Analyze problems, set goals and formulate strategies for achieving those goals;
 Seek out information or skills on their own, as needed, to meet their goals.

Media and Aggression

Violence and aggression are often dubbed as one of the results of media. According to
the Public Health Summit in 2000, the following are some of the negative results of
media:

 Children will increase anti-social and aggressive behavior.

 Children may become less sensitive to violence and those who suffer from
violence.
 Children may view the world as violent and mean, becoming more fearful of
being a victim of violence.
 Children will desire to see more violence in entertainment and real life.
 Children will view violence as an acceptable way to settle conflicts.

The school and the home provide children with unlimited access to media, not only
televisions and computers but also videos, movies, comic books and music lyrics. The
responsibility now lies with the parents, teachers and the whole community. It should be
a collective effort among the factors working together to support children in every aspect
of development.

Having a role model is extremely important for children at this stage of transition.

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Children need an adult to admire and emulate. Role models also provide them with
motivation to succeed. One of the most important roles of teachers is to become a very
good role model to children.

Implications to Child Care, Education and Parenting

Children have varying intelligence profiles. These profiles may be based on influences
on learning and achievement. Parents, child-care providers and teachers should be able
to recognize these through:

 Being an eager participant in children’s growth and development;

 Understanding how to use the children’s natural curiosity to help make the
appropriate developmental leaps in their skills and abilities; and
 Creating an atmosphere where risks can be taken and discoveries made while
children remain safe.

SOCIO-EMOTIONAL DEVELOPMENT
Understanding Self-Competence, Self-Identity and Self-Concept
One of the most widely recognized characteristics of this period of development is the
acquisition of feelings of self-competence. This is what Erik Erikson referred to when he
described the developmental task of middle childhood- the social crisis industry versus
inferiority. Industry refers to the drive to acquire new skills and do meaningful “work”.
The child should have a growing sense of competence. The child’s definitions of self
and accomplishment vary greatly according to interpretations in the surrounding
environment. Varied opportunities must be provided in order for children to develop a
sense of perseverance. They should be offered chances to both fail and succeed, along
with feedback and support.
During the late childhood, children can now describe themselves with internal and
psychological characteristics and traits. They most likely employ more social
comparison- distinguishing themselves from others. In dealing with other children, they
how increase in perspective taking. This ability increases with age. It enables them to
a) judge others’ intentions, purposes and actions, b) give importance to social attitudes
and behaviors and c) increase scepticism of others’ claims.
Emotional Development
The same with other areas of development, children in this stage, show improved
emotional understanding, increased understanding that more than one emotion can be
experienced in single experience. They may also show greater ability to show or conceal
emotions, utilize ways to redirect feelings and a capacity for genuine empathy.
Another milestone in this stage is the development of the children’s emotional
intelligence (EQ), which involves the ability to monitor feelings of oneself and others to
guide and motivate behavior. Emotional Intelligence has four main areas:

 Developing emotional self-awareness

 Managing emotions (self-control)
 Reading emotions (perspective taking)
 Handling emotions (resolve-problems)

Building Friendships

As children go through their late childhood, the time they spend in peer interaction
increases. For them, good peer relationships are very important. The approval and
belongingness they receive contributes to the stability and security of their emotional
development. Peer size also increases ad less supervision by adults is required. At this

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stage, children prefer to belong to same-sex peer groups.

There are five types of peer status:

 Popular- frequently nominated as the best friend and one who is rarely disliked
by peers.
 Average- receive an average number of positive and negative nominations from
peers.
 Neglected- very seldom nominated as a best friend but is not really disliked.
 Rejected- infrequently nominated as a best friend but one who is also disliked by
peers.
 Controversial- frequently nominated as a best friend but at the same time is
disliked by peers.

Popular children have the following skills which peers find very positive and as a
result they become the most favoured in the group:

1. They give out reinforcement.

2. They act naturally.
3. They listen carefully and keep open communication.
4. They are happy and are in control of their negative emotions.
5. They show enthusiasm and concern for others.
On the other hand, here are the characteristics of neglected children and why the group
or majority of the peers develop negative feelings toward them.
1. They participate less in the classroom.
2. They have negative attitudes on school tardiness and attendance.
3. They are more often reported as being lonely.
4. They are aggressive.
Family
Family support at this stage is crucial. If children do not find a supportive family
when they find their interest they can easily get frustrated. If families are a primary
support system, failures and setbacks become temporary and surmountable rather than
something that is attributed to personal flaws or deficits. This time is a critical time for
children to develop sense of competence. A high-quality adult relationship, specifically,
family relationships enable them to successfully go through this stage of development.
Big Ideas
 During the late childhood, a wide variety of biological, psychological and social
changes take place across the developmental domains.
 As children progress through late childhood, the family environment remains
extremely important, while the community environment-including the school-
also becomes a significant factor in shaping the child’s development.
 During late childhood, peers have an increasingly strong impact on
development; peer acceptance becomes very important well-being.
Implications to Child Care, Education and Parenting
Primary school children’s socio-emotional competency should be viewed in the context
of the child’s developmental age. Health-care providers, teachers and parents should be
able to:
 Gain understanding of their child’s socio-emotional strength and weaknesses
 Encouraging children to talk about their feelings without doing in forcefully
 Provide opportunities for children to build relationships with teachers and fellow
classmates
 Remind children that friendships have their ups and downs and that occasional
conflicts and arguments can be healthy;
 Design activities that allow children to work on their own and discover activities

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and hobbies that they enjoy; and

 Model healthy relationships.
Enrichment In 1 whole short bond paper, cite and explain at least one pedagogical principle that
Activities applies to the teaching-learning process of intermediate schoolers by filling out the table
below. You may choose only those principles that are relevant.
LEARNER-CENTERED PRINCIPLE APPLICATION OF THE PRINCIPLE IN THE
TEACHING-LEARNING PROCESS OF
INTERMEDIATE
(State the relevant learner-centered principle How is this principle applied in the teaching-
here) learning process of intermediate schoolers?
Cluster 1 – Principle referring to Cognitive and
Metacognitive Factors
Cluster 2 – Principle referring to motivational
and affective factors
Cluster 3 – Principle referring to Developmental
and Social Factor
Cluster 2 – Principle referring to individual
differences factors
Scoring Rubric for this Activity
10 Points – Comprehensive answer and includes extensive information
8 Points – Well written answer includes some strong analysis
6 Points – Well written answer but lacks analysis
5 Points – Lacks organization and uses little information
3 Points – Barely addresses the question
Note: If you wish to submit e-file (pdf format) of your output, you may send it to
[email protected] using this file name format:
LAST NAME-FIRST NAME-SUBJECT- COURSE-YEAR-SECTION-LESSON#
Example: DELA CRUZ-JUAN-EDUC11-BSED1B-LESSON1
Comprehension Put a check () beside those statements that are correct and an ( ) beside those that are
Check wrong.
___1. “I’m so happy to hear that. I will support you all the way!” It is the best response for a children
who tells you what he/she wanted to be in the future.
___2. The responsibility lies only to the teachers when it comes to limiting the media
exposure of intermediate school-age.
____3. Parents can ensure industry when it comes to homework by letting them responsible
for their homework and make necessary corrections after.
Answers:
2.  2.  3. 
References Corpuz, Brenda B. et. al., Child and Adolescent Development: Looking at Learners at Different Life
Stages (2015) Lorimar Publishing, Inc. Cubao, Quezon City
Corpuz, Brenda B. et. al., The Child and Adolescent Learners and Learning Principles (2018) Lorimar
Publishing, Inc. Cubao, Quezon City, Metro Manila
Rungduin, Teresita T. et. al., Child and Adolescent Learners and Learning Principles (2019) Adriana
Publishing, Cubao, Quezon City
http://www.nzdl.org/gsdlmod?e=d-00000-00---off-0hdl--00-0----0-10-0---0---0direct-10---4-------0-
0l--11-en-50---20-help---00-0-1-00-0--4----0-0-11-10-0utfZz-8-
00&cl=CL1.17&d=HASHb9f615ec43596a18a63e4e.4.4&gt=1
https://www.virtuallabschool.org

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Module 1 LESSON 15: ADOLESCENCE (The High School Learners):

Physical, Cognitive and Socio-emotional Development
Competencies 6. Describe the physical, cognitive and socio-emotional development of adolescents
7. Explain the consequences of physical, cognitive and socio-emotional development on their
behavior
8. Identify factors that enhance/ impede the physical, cognitive & socio-emotional development
of adolescents
9. Identify possible habit disorders and ways of coping with them
10. Draw implications of these developmental concepts to high school teaching-learning and
parenting
11. Apply pedagogies of learning and teaching appropriate for intermediate school children
Discussion Introduction
Adolescence is a period of transition in terms of physical, cognitive and socio0emotional
changes. The period of adolescence begins with the biological changes. The specific ages for this
period vary from person-to-person but 1) early adolescence characterized by puberty may come
at the ages of 11 and 12 2) middle adolescence may meet identity issues within the ages of 14
and 16, and 3) late adolescence marks the transition into adulthood at ages 17 and 20.

PHYSICAL DEVELOPMENT
Puberty Changes
Throughout life, growth hormones condition gradual increases in body size and weight.
Hormone flooding during adolescence causes an acceleration known as growth spurts. Growth
spurts include a change in body dimensions leg length, shoulder width, trunk length). Spurt in
height is ascribed to trunk growth rather than leg growth.
In girls, the growth spurts generally begin at age 10 reaching its peak at age 11 and-a-half,
while slow continual growth occurs for several more years. For boys, growth spurts begin at age
12 reaching a peak at age 14 and declining at age 15 and a half, while slow growth continues on
for several more years.
Among girls, 98% of adult height is generally reached at age 16, while boys do so at age 17.
Growth in height is conditioned by stages in bone maturation. The muscles also grow in terms of
size and strength. Similar growth spurts occur for weight, muscle size, head and face
maturation, and reproductive organs.
All muscular and skeletal dimensions appear to take part in the growth spurts during
adolescence.
Factors Affecting Development
The series of hormonal changes accompanying puberty is complex. Hormones are powerful and
highly specialized chemical substances that interact with bodily cells. Hormonal changes in the
hypothalamus and pituitary glands signals the entire process of sexual maturation. The process
entails 1) secretion of gonadtropic hormones by the anterior pituitary at the base of the brain
near geometric center of the head 2) gonads which are the ovaries for the female and the testis
for the male are then stimulated by the gonadtropic hormones, in turn stimulating their own
hormones 3) this stimulation causes the secretion of testosterone in the male sex organ
estrogen in the female ovary.

 In the male, testosterone stimulates male characteristics comprised by 1) spermache

enlargement of the testis gland that produces sperm in the scrotum, growth of the penis
male organ for copulation 2) capacity for ejaculation of male sperms 3) voice change 4) facial
hair development or beard growth, and continuing growth of pubic hair. Occurring late in
puberty, the lowering of the voice caused by enlargement of the larynx and double

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lengthening of the vocal cords is viewed to be the most obvious aspect of adolescent
development.
 In girls, estrogen secretion triggers the beginning of breast enlargement, appearance of
pubic hair, widening of the hips, and menarche or first menstruation. The elevation of the
female breast is the first external sign of puberty in girls, accompanied by growth of the
uterus and vagina. Generally, girls achieve menarche beginning age 11 and until age 13.
In contrast with menarche, spermache signals the first sign of puberty and sexual maturity
in boys. The need to discharge semen-mixed with a sticky fluid produced by the prostate gland-
occurs periodically. Discharge of semen occurs during sleep caused by sexual dreams. It may
also occur during conscious manipulation of the male sexual organ known as masturbation.
Religion strictly prohibits masturbation that is coupled with sexual fantasies, but science
liberally regards masturbation as a normal phenomeneon unless it becomes a habitual
aberration that may affect confidence in heterosexual relationship.
The Secular Trend
The secular trend is a phenomenon of more rapid physical maturation during this century.
In the 1800a, girls in industrial societies had their first menstrual period at age of 15-17, and
age later repressed societies. Today boys reach their maximum height at age 18-20 and 13-14
for girls, but adult height 100 years ago was at 23-25 for boys and 19-20 for girls. The secular
trend is ascribed to varied factors, such as: interaction of genetic and environmental influences,
improved health care and living conditions, and control of infectious diseases.
Better nutrition is a major factor since this provides more protein and calories for humans
from conception upwards. Observably, the secular trend in industrial countries appears to be
levelling off while the experience of secular trends is just starting peasant economies of the
world.
Sexual Identities
Adolescence is a time of sexual exploration and experimentation with sexual fantasies and
realities of incorporating sexuality with one’s identity quoted by Santrack, 2005.
Adolescents are concerned about their body, image sexual attractiveness, how to do sex and the
future of their sexual lives. Most adolescents manage to develop a mature sexual identity but few
go through it with much confusion.
How do adolescents develop a sexual identity?
An adolescent’s sexual identity involves sexual orientation, activities, interests, and styles of
behavior. Some adolescents are very anxious about sex and are sexually inactive.
Sexual orientation is a person’s tendency to be attracted to people of the same sex
homosexual orientations), of the opposite sex (heterosexual orientation) or of both sexes (bisexual
orientation).
Why does an adolescent develop a specific sexual orientation is a matter of great debate. It
may boil down to the same issue of nature vs. nurture.
In terms of sexual identity, adolescence is the period when most gay/lesbian and
transgenders begin to recognize and make sense of their feelings. Development analyst Froiden
proposed a model for the development of homosexual identity: 1) sensitization marked by the
child’s becoming aware of same sex attractions. 2) identity confusion when the youth is
overwhelmed with feelings of inner turmoil regarding sexual orientation 3) identity assumption
when adolescents come out of the family and assumes a self-definition as gay, lesbian or
bisexual, and 4) commitment when the young adult adopts a sexual identity as a lifestyle.
Coming to terms with a positive LGBT identity is usually difficult for variety of reasons, including
family, race and religious cultures. Risks to the homosexual adolescent are real amid
heteronormative environment and LGBTs may suffer ostracism, hurtful jokes and even violence.
Self-esteem
A major aspect of identity formation during the period of adolescence is self-esteem. Self-
esteem is defined as one’s thoughts and feelings about one’s self-concept and identity. Most
theories on self-esteem state that there is a grand desire across all genders and ages to maintain,
protect and enhance self-esteem. There is no significant drop in self-esteem over the period of
adolescence. Baseline self-esteem is stable across adolescence, but a barometric (unstable) self-

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esteem may fluctuate rapidly to cause severe distress and anxiety. Girls enjoy self-esteem
through supportive relationship with friends or others who can provide social and moral support.
In contrast, boys are more prone to assert independence in defining their relationships, deriving
self-esteem from their ability to successfully influence others.
The lack of romantic competence- failure to meet the affection of the opposite sex- can be a
major contributor to low self-esteem in adolescent boys. In a Meyer study, the end of a romantic
relationship can affect both boys and girls, but girls are twice as likely to experience depression,
while boys are three to four times more likely to commit suicide.
Implications for Child Care, Education and Parenting
To meet the physical development of adolescent children, parents need to be aware of
manifestations of behavioural patterns that require closer communication, guidance and
support. The teen is especially addictive to modern gadgets for music listening, video games,
mobile phone communication, and social media posting. These activities cause shorter sleeping
time that may contribute to increased levels today time drowsiness, sleeping problems and
depression. In school, teachers need to be aware of the possible drop in self-esteem among
adolescent learners.
The teacher’s support is crucial to protect adolescent learners against severe distress and
anxiety over their school work and social relationships.
Adolescents and Nutrition
It is necessary for adolescents to have sufficient amounts of vitamins: B12, calcium, zinc,
iron, riboflavin, and Vitamin D. the vegetarian fad can be disastrous to adolescents who need
vitamins, mineral and protein which purely vegetable diets cannot provide. Vegetables are good
but these should be balanced with food intake that from high quality nutrition including protein
sources in milk, dairy products and eggs. Poor nutrition eating habit is manifested by often
skipping meals and frequent taking of snack foods at fast food eateries.
Body Image and the Adolescent
Consciousness about body image is strong during adolescent period. It is important that
adolescents feel confident about how they look, but the physical features of the human body
depend on genetic heritage which must be respected. However, there is more to body image than
physical looks and these concerns good habits in relation to:
 Cleanliness and grooming,
 Proper wearing of clothes according to current styles,
 Erect body posture,
 Eye contact while communicating, and
 Decorum good form and confidence) and decency.
COGNITIVE DEVELOPMENT
Piaget’s Formal Operational Thinker
Piaget formulated the theory of Formal Operational Thinking which demonstrates how the
cognitive capacity of the adolescent allows him/her to go beyond the sensible and concrete in
order to dwell on what is abstract, hypothetical and possible. In this realm of thought, the
adolescent begins to attain subtlety in thinking, entering the sphere of possible and futuribles.
More specifically, formal operational thinking consists in:
a) Propositional thinking- making assertions outside visual evidence, and stating what
may be possible in things not seen by the eyes (for example, whether an unseen object
is red or green, big or small, flat or round).
b) Relativistic thinking- subjectively making an opinion on facts- involving one’s own
bias, prejudice of distortion of facts- which may be either right or wrong (for example,
arguing for or against the superiority of the races, whether white, brown, yellow or
black).
c) Real versus possible- examining a situation and exploring the possible in terms of
situations or solutions (e.g. possible success in implementing a student project or a
school policy).
A new capacity known as Hypothetic-Deductive Reasoning emerges in the adolescent
reasoning from general facts/ situations to a particular conclusion. The school pendulum

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experiment is an example of deducing from variables and generating and recognizing a truth,
expressed by the transitional process of deriving a conclusion from a hypothesis.
Scientific evidence shows that while adolescents may obtain the capacity for formal
operational thinking, only experience and education will allow them to practice it. School math
and science activities such as performing Physics-type problems certainly help actualizing
formal operational thinking.
Outside formal operational thinking through mathematical and science studies the
adolescent enters into a new capability which makes him a problem-solving thinker. This
involves identifying problems and seeking new and creative solutions for them. The problem-
finding thinker is one who is able to rethink and reorganize ideas and ask questions, even
defining totally new problems not previously seen.
The adolescent may further experience an increase in depth of thought. Thus he/she is
able to bring what is logically “best” for everyday life, whether or not this may be objectively
correct solution or response to a situation or problem.
Siegler’s Information Processing Skills
As in information-processing theories, Robert Siegler views the influence of the
environment on thinking. He sees cognitive growth, not as stages of development, but more of
a sequential acquisition of specific knowledge and strategies for problem-solving. He observes
the quality of information the adolescent processes that influence the quality of information
the adolescent processes that influences him/her in facing tasks at hand through strategies on
rules.
In his experiments, Siegler used rule models in relation to balance, weight, distance,
conflict-weight, conflict-distance, and other conflict balance problems. He examined the correct
and wrong answers to each of the problems, drawing out rule models in thinking and knowing.
Thereupon, adolescents may show: (a) speed in information processing, coupled with
greater awareness and control and acquired knowledge base- a more efficient kind of thinking
compared with that of the child (b) complexity by way of considering longer-term implications
and possibilities and beyond the here-and-now, and (c) increased volume of information
processing coupled with longer memory span.
Metacognition
Among the cognitive advances in adolescence is metacognition which is the ability to
identify one’s own thinking process and strategies inclusive of perception, memory,
understanding, application, analysis, assessment and innovation. The adolescent is able to
state “I know that” among the memory data stored in his mind; also to state “I know how”
referring to procedural processes that improves memory recall through the use of a mnemonic
device. The adolescent may also spend time reflecting about a material to be learned by
answering mentally such questions as what, why, where and how. All these are
demonstrations of higher order thinking skills during adolescence. Another important
development is the ability of the adolescent for information processing. Information theorist
Robert Siegler sees a sequential acquisition of specific knowledge and strategies for problem
solving. He observes the quality of information processes that faces tasks at hand through
strategies and rules. Rules relate to balance, weight, distance, conflict weight, conflict
distance, and conflict balance problem. Thereupon the adolescent shows (i) speed in
information processing coupled with awareness and control (ii) complexity by way of
considering longer-term implications and possibilities beyond here-and-now. (iii) increased
volume of information processing, coupled with longer memory span along many areas or
domains of knowledge. The adolescent thus transform from being a novice to becoming a near-
expert.
Overachievement
During adolescence, he/she can achieve very high academic grades, in spite of not getting
IQ grades that are at the top 3 or 5 percent of the bell curve. The case of overachievers is a
reminders that the Intelligence Quotient test is not the only determinant in school
achievement. There are other factors such as motivation interest, work habits and personality
development. Beyond statistical achievement in curricular subjects ( English, Math, Science,

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Araling Panlipunan etc.) the overachieving adolescent may demonstrate superior work habits,
greater interest in school work, more consistency in doing assignments and more
grade/performance consciousness. Overall, they show more responsibility, consciousness and
planning compared with “ normal “ achievers.
Characteristics of overachievers are:

1. Positive self-value ( self-esteem, confidence , optimism)

2. Openness to authority ( responsive to expectations of parents and teachers)
3. Positive interpersonal relations ( responsive and sensitive to feelings of others)
4. Less conflict on the issue of self- authonomy ( feels freedom to make right choices,
initiates and leads activities )
5. Academic orientation ( disciplined work habits, high motivation to discover and learn,
interest in study values and varied fields of study)
6. Goal orientation ( efficiency and energy in organizing, planning, setting target,
prioritizing long-term goals over short-terms rewards)
7. Control over anxiety ( well composed and relaxed performance of organized tasks.)

Underachievement

The adolescent may perform below the standards set. Possible potentials do not cope with the
opportunity to learn and score in the top quarter of measured academic ability. Grades are
below measured aptitudes for academic achievement. Underachievement may become more
pronounced when high school class work becomes more demanding. Withdrawn
underachievers refer to those who have a more pronounced tendency to be passive resulting
in being submissive and docile. They follow the path of no resistance, not reacting to given
assignments and school regulations. Generally quiet, they do not participate in class activities.
Aggressive underachievers are those who tend to be talkative, disruptive and rebellious.

Behavior and adolescent cognitive growth

There are behavioral tendencies which may accompany cognitive growth during adolescence.
These are:

1. Egocentrism. This is the adolescents’ tendency to think to much of themselves, while

being too sensitive to special acceptance of their appearance, actions, feelings, ideas,
etc. egocentrist teens feel they are being watched like an actor on stage; keep an
imaginary audience who are strict critics of dress, behavior or performance. One
egocentric strain is exaggerated feeling of self importance which may lead to murky
early boy-girl relationships, dangerous escapades and adventures.
2. Idealism. This refers imagining the far-fetched and less ideal situations at home, in
school, and in society. The teen may imagine a utopia or heaven on earth leading to
discouragement when social realities become harsh ( e.g unexpected low grades family
discord, etc.)
3. Increased argumentativeness. Teens enjoy learning through the use of group dynamics
including role play, discussion, debate, and drama. Strict imposition of the use of
English in the campus has been strategy by premiere schools to develop argumentative
students who later on transform into leaders on politics, business and other top
professional fields.

Implication to adolescent care, education and parenting

Parents and teachers must be able to recognize the cognitive development paths among
adolescents and create situations that will foster higher thinking skills through:

a. Activities at home e.g. asking teenage children for suggestions on family matters house

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physical arrangements, things to buy, places to go for family outing etc.

b. Allowing more independence e.g. use of school allowances choice on what to wear etc.
c. Activities in school that allow participation, such as projects, field trips, join internet
research, etc. and
d. Develop reading skill through magazine articles, internet blogs.

Developing occupational skills

Senior high school grades 11 and 12 were designed to provide attention to occupational skills
that are absent even among college graduates. The Department of Labor and Employment
reports that there is mismatch between academic preparation and job skills thus worsening
the gap between employable school graduates and potential jobs or employment. Theorist John
Holland has identified basic personality factors that match with attitude and work preferences:

 Realistic – this personality type prefers practical tasks, including those requiring
physical labor and motor coordination, and less of interpersonal skills e.g. carpentry,
driving, etc.
 Investigate – this prefers tasks that are conceptual such as in the fields of science and
technology as chemists, scientist, technologist, etc.
 Conventional – this prefers structured tasks that cater to the needs of others, such as
in office jobs and manual labor.
 Enterprising – this prefers independence and innovation in business and other
enterprises that reflect autonomy and personal initiative.
 Artistic – this prefers unstructured tasks that show ability for self- expression such as
from artists, musicians, and performers.

Adolescents may also show capability for multitasking, later on becoming professionals such
as doctors who are the same time business entrepreneurs. Early on adolescents may show
abilities for gainful work, later on becoming self-supporting in college, by entering the service
sectors as fast food employees, sales clerks, office messenger, and utility personnel. These
adolescent attitudes and abilities demonstrate:

 Self-reliance – working independently without stress;

 Money management – not spending money on luxuries, much less on alcohol and
drugs;
 Social responsibility – cooperation and respect for others including superiors;
 Mature work orientation – pride in work and quality of work;
 Personal responsibility – assuming tasks independently and competitively; and
 Positive attitude to work – work is seen as a gainful and wholesome activity and not
burden.

SOCIO-EMOTIONAL DEVELOPMENT

Human emotions
Generally emotions are commonly known as human feelings that are manifested by varied
conscious or unconscious moods. A more accurate description is that it is a subjective reaction
to internal or external stimulus that involves physical change, action or appraisal. Thus the
child reacts to inner hunger for food or comfort from surrounding environment. The unique
patterns of emotions are (i) event that is strong or important (ii) physiological changes in heart
pulse rate, brain activity, hormone levels and body temperature (iii) readiness for action often
described as “ fight or fight “ (iv) dependence of the emotion on how the stimulus is appraised
or interpreted.
Biologists view that the part of the body which controls emotional reactions is the
autonomic nervous system connected to most of the glands and muscles in the body. The
system has two parts; the sympathetic part which excites or arouses and the parasympathetic

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part which depresses body functions. These parts coordinate for arousal or slowing down amid
the challenges of life.
Positive and negative emotions
Emotions and function by focusing attention, motivating and enabling the individual to
face a situation in life or withdraw and run away from it. Positive emotions like interest and
joy motivate the individual to continue his/her behaviour. On the other hand, negative
emotions may cause withdrawal from what may be perceived as bad or dangerous. For
Charles Darwin there are six basic emotions, namely interest, joy/happiness, sadness, anger,
disgust and fear. Other scientists expanded the list to include love, pride hope, gratitude,
compassion, jealousy and anxiety.
Social emotion
Start to emerge as early as the toddler years ( 15-24 months) comprised by such feelings
as envy, embarrassment, shame, guilt and pride. Observable emotions during these years may
not be accurate, but they can be a problem if not controlled. Even among early learners,
emotions affect learning, since learners pay more attention to things with emotional
significance. Emotions can also organize recall, such that learners tend to remember the
details of emotionally strong experienced. In time, emotional competence can be developed by
the child and this means he/she gains the ability to regulate emotions and understand the
emotions of other people.
Girls are the more skilled in regulating motions, but they are more likely than boys to be
anxious, and twice as likely to be depressed. Adolescent girls are more likely than boys to have
both negative and positive interaction with and family and friends.
Adolescent especially feel stress, usually from relationships with parents, friends,
sweethearts, and also pressure of school work. Thus adolescents are stereotyped as moody and
negative, poor emotion control. Some studies argue against stereotyping adolescents pointing
at other emotions among teens such as feeling bored, tired, sleepy social, discomfort like
awkwardness and loneliness. Generally, adolescents are seen to tend emotions from social
evaluation such as feeling embarrassed when being looked at, also only fairly happy most of
the tine. Other observations are the more adolescents are not moody, while some are
frequently angry, anxious or sad. An important lesson for high school teachers is : you should
not simply dismiss emotional negatively as a normal phase, but should address the
needs of teenagers who are chronically unhappy or moody.

The adolescent and social media

On the present-day profusion of media, the adolescent has easy to access to the culture of
various media and social media, inclusive of computers, cell phones, video games, music
iPods, FM radio and cable television. Almost all household have television sets and about three
quarters of adolescents’ homes have access to the Internet. The total media exposure the whole
populace has greatly increased , even as adolescents have the highest rates of use of video
games, texting, social networking through Facebook and portable gadgets for music and mobile
communication and virtual reality games.
Findings indicate the electronic communication negatively affects adolescents’ social
development. As face-to-face communication is replaced, social skills are impaired sometimes
leading to unsafe interaction with those who use social media to exploit others financially or
sexually. Girls are particularly vulnerable to online socializing, while boys socializing in
Internet cafes lower their academic work achievement. Socially insecure teens become victims
rather than beneficiaries of the modern gadgets innovation of the digital age.
Implication to adolescent care education and parenting
The overall implication is that emotional skills influence the adolescent learner’s success in
class work. Learners who are able to regulate their emotions tend to be happier, better liked
and better able to pay attention and learn. Interventions by the teacher and the school can
reduce learner’s emotional distress, while raising test scores and grades. The teacher plays a
most important role in promoting positive changes for the adolescent. As the teen is
susceptible to peer pressure, the negative influence of social media, drug use and addiction,

“Molding Minds, Shaping Future”

QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

early romantic sexual adventurism, the teachers and the school can conduct interventions to
assist the youths with focus on risky and inappropriate behaviour while promoting positive
development among adolescents.

Enrichment
Activities 1. In 1 whole short bond paper, cite and explain at least one pedagogical principles that
applies to the teaching process of adolescents by filling out the table below. You may
choose only one principle that is relevant.
LEARNER CENTERED PRINCIPLE APPLICATION OF THE PRINCIPLE IN
THE TEACHING-LEARNING PROCESS
OF ADOLESCENTS
Cluster 1: Cognitive and Metacognitive What is an application of this principle in
(State the relevant learner-centered the teaching-learning process of
principle here) adolescents?
Cluster 2: Motivational and Affective (State What is an application of this principle in
the relevant learner-centered principle the teaching-learning process of
here) adolescents?
Cluster 3: Developmental and Social (State What is an application of this principle in
the relevant learner-centered principle the teaching-learning process of
here) adolescents?
Cluster 4: Individual Differences What is an application of this principle in
(State the relevant learner-centered the teaching-learning process of
principle here) adolescents?

Note: If you wish to submit e-file (pdf format) of your output, you may send it to
[email protected] using this file name format:
LAST NAME-FIRST NAME-SUBJECT- COURSE-YEAR-SECTION-LESSON#
Example: DELA CRUZ-JUAN-EDUC11-BSED1B-LESSON1
Rubrics
20- complete, comprehensive, and reflective discussion, English construct is outstanding
18 – complete, comprehensive, and reflective discussion, English construct is average
15 – complete and reflective discussion, English construct is average
13 – reflective discussion but fair English construct
10 – answer is slightly reflective and English construct is poor

2. Make your own “vloginar”, a combination of vlog and seminar that will give information
on how to teach a certain stage guided by the principles that you have learned from week
1. Upload your vloginar in youtube and send the link to
[email protected] using this subject format:
LAST NAME-FIRST NAME-SUBJECT- COURSE-YEAR-SECTION-FINAL REQUIREMENT
Example: DELA CRUZ-JUAN-EDUC11-BSED1B-FINAL REQUIREMENT
Rubrics
ACTIVITY Exemplary Proficient Partially Incomplete POINTS
Proficient
Concept 15-20 points 10-14 points 5-9 points 0-4 points
Has a clear Has a fairly clear Has thought of Little effort has
picture of what picture of what his/her concept, been spent on
they are trying to he/she is trying to but no clear thinking and
achieve. achieve. focus has refining a
Adequate emerged. concept.
description of Goals/final Unclear on the
what he/she is product not goals and how
trying to do. clearly defined. the project

“Molding Minds, Shaping Future”

QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

objectives will
be met.
Content/ 15-20 points 10-14 points 5-9 points 0-4 points
Organizatio The content Information is The content Content lacks a
n includes a clear presented as a does not central theme,
statement of connected theme present a clear point of
purpose or theme with accurate, clearly stated view and logical
and is creative current supporting theme, is sequence of
and compelling. A information that vague, and information.
rich variety of contributes to some of the Much of the
supporting understanding the supporting supporting
information in the vloginar’s main information information is
video contributes idea. Details are does not seem irrelevant to the
to the logical and to fit the main overall
understanding of persuasive idea or appears message. The
the vloginar’s information is as a viewer is unsure
main idea. Events effectively used. disconnected what the
and messages The content series of scenes message is
are presented in includes a clear with no unifying because there
a logical order. point of view with main idea. is little
Includes properly a progression of Includes few persuasive
cited sources. ideas and citations and information and
supporting few facts. only one or two
information. facts about the
Includes properly topic are
cited sources. articulated.
Information is
incorrect, out of
date, or
incomplete. No
citations
included.
Quality 12-15 points 8-11 points 4-7 points 0-3 points
Vloginar was Vloginar was Vloginar was There was no
completed and completed and made, but had Vloginar, or
had all required contained all very little if any tape was totally
elements. The required items. editing. Many unedited with no
video was well Editing was not poor shots transitions or
edited and moves done as well as it remain. Video audio support of
smoothly from should have was very any kind.
scene to scene been. Some poor fragmented and
with proper use of shots remain. choppy with
transitions. Audio Movie is still little to no audio
and other somewhat reinforcement.
enhancements choppy. Audio
were well used. and other
enhancements
were utilized, but
not for maximum
effect.

“Molding Minds, Shaping Future”

QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Timeliness 12-15 points 8-11 points 4-7 points 0-3 points

Deadline were Deadline were not Deadline were Deadline were
met. met. Submitted 1 not met. not met.
day after the set Submitted 2 Submitted 3
date. days after the days after the
set date. set date.
Final Score
Comprehensio Write TRUE if the statement is correct. And FALSE if wrong.
n Check ____1. Girls are more skilled in regulating emotions.
____2. Metacognition is the ability to recall and explain.
____3. Thinking too much of themselves is a way of adolescents show their egocentricism.
Answers:
1. TRUE 2. FALSE 3. TRUE
References Corpuz, Brenda B. et. al., Child and Adolescent Development: Looking at Learners at Different Life Stages
(2015) Lorimar Publishing, Inc. Cubao, Quezon City
Corpuz, Brenda B. et. al., The Child and Adolescent Learners and Learning Principles (2018) Lorimar
Publishing, Inc. Cubao, Quezon City, Metro Manila
Rungduin, Teresita T. et. al., Child and Adolescent Learners and Learning Principles (2019) Adriana
Publishing, Cubao, Quezon City
http://www.nzdl.org/gsdlmod?e=d-00000-00---off-0hdl--00-0----0-10-0---0---0direct-10---4-------0-0l--11-
en-50---20-help---00-0-1-00-0--4----0-0-11-10-0utfZz-8-
00&cl=CL1.17&d=HASHb9f615ec43596a18a63e4e.4.4&gt=1

https://www.virtuallabschool.org

“Molding Minds, Shaping Future”

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